teacher in mathematics 中文意思是什麼

teacher in mathematics 解釋
數學教師
  • teacher : n. 1. 教師，教員，老師，先生。2. 【航空】教練機。
  • in : adv 1 朝里，向內，在內。 A coat with a furry side in有皮裡子的外衣。 Come in please 請進來。 The ...
  • mathematics : n 數學。 ★通常作單數用，帶有「計算能力」意義時，作復數用，如： His mathematics are not good 他不...
  1. When the conception is introduced, the form process should be shown as much as possible. according to the congnition ability, scientific and fine mathematics language should be used to explain the conception. the students are asked to express the conception so the teacher can check if the conception in their mind is consistent with the conception definition

    在引入概念時，要盡量展現概念的形成過程，根據學生的認知水平，用科學、精煉的數學語言講授概念，並要求學生會表述概念，以便教師檢查學生頭腦中的概念與概念定義是否一致。
  2. Establish is in high school mathematics the teaching is the physically, and pass two academic associations of " s " rationality of deep mathematics that education that the teaching ' s reformation, gradually to high school mathematics the teaching practice to proce ed the anti to think with the improvement, and make the teacher have the higher theories cultivated manners to educate the theories, the stronger section study the consciousness the with modern the with the the section to study the ability, aware of self make use of forerunner to thought to guide with method to practice, most the attain to enhance student mathematics the cultivated manners, and educate the student creative ability, increase to educate the purpose of the teaching quantity

    數學思維能力的培養是中學數學教學的核心，探求中學數學課程的發展過程，對中學數學教學實踐進行反思與改進是中學數學教與學研究的出發點。立足於中學數學教學實際，通過「兩個學會」深化數學教學的改革，逐步對中學數學教學實踐的合理性進行反思與改進，使教師具有較高的理論素養，較強的科研意識和科研能力，自覺地運用先進的教育思想和方法指導實踐，最終達到強化學生數學素養，培養學生創新能力，提高教育教學質量之目的。
  3. In this planet, we call someone a teacher of english or professor of mathematics, for example. but in the order of heaven, no one is lower or higher

    在這個星球，如果有人教導我們，我們會稱他們英文老師或數學教授但在天國，則沒有高低之分，只是走在前面的人會指引后來的人。
  4. This paper reveals highlighting students " active construction of mathematics knowledge structure, holding on the combination of centralized and scattered arrangement, designing optional contents of practice and synthesis application. in addition, teachers should teach these contents creatively and the teacher training should be enhanced. at the same time, the propaganda dynamics should be increased to gain more social support

    （ 4 ）調查研究得到的啟示：應突出學生對數學知識結構的主動構建；應堅持集中與分散相結合的編排方式；應增設「實踐與綜合應用」選學內容；教師應創造性使用新教材中「實踐與綜合應用」的內容；應加強教師相關培訓；應加大宣傳力度，爭取社會支持。
  5. The conclusion of this authentic proof research ai. - enlightenment : ( 1 ) in the suitable environment that the substance of the cai in mathematics teaching is student at the modern technology of utilization founded, in the supervising down of first cognition of mathematics, by way of self explores, the mathematics cognition activity of the establishment mentality idea correctly ; ( 2 ) found suitable teaching and the study environment, that is the key of cai gaining success, and reasonably uses the computer medium can help student ' s establishment correctly proper mentality idea ; ( 3 ) how to reasonably scientifically solve the different of man and women in cai is a main obstacle that all students must face the cai ; ( 4 ) the keys which good effect will be gained in the cai are : teacher will change the concept and be brave in exploring in the practice ; the conception which takes students as the center and draw on it to direct the using of education technology

    為此，本實驗先選取桂林中學高一四個班作為實驗和調查對象，採取四種不同的教學模式（講授法、 cai法、自主cai 、幾何畫板法）進行「二次函數在給定區間上的最值」內容的教學，然後對測試和調查結果進行分析，揭示課堂教學中計算機輔助教學的學習心理機制；二是學生應用計算機進行探究性學習的認知心理機制的研究。通過對學生歷時一個半月的自主學習的觀察及最終測試的分析，探索計算機的應用對學生認知心理的影響。本研究的結論與啟示： （ 1 ）計算機輔助數學教學的實質是學生在利用現代技術創設的一個合適環境中，通過自己的探索，建立正確的心理表象的數學認知活動。
  6. First, there is no specific parameter for quantization ; second, the effects of transaction fee are ignored ; third, because these models are equilibrium models, they can ’ t reveal many of the prosperities observed in empirical markets, such as fat - tails, long - range correlations in volatility, etc. in the process of i study financial economics, when the teacher xu jia - gen to speak the price of the stock market to visit the distance examination and the artificial intelligence models, i think, if mathematics combines with the calculator. ( i studied mathematics four years in the southwest normal university ). the stock market price exercise regulation will easily confidence

    首先，沒有用具體的參數來量化股市的行為，其次，它們都忽略了交易費對股市的影響，第三，由於這些模型都是均衡模型，無法展示實際市場回報分佈的特點，諸如「肥尾」現象、集群波動等。在我學習金融經濟學的過程中，徐加根老師講到股票市場價格的遊程檢驗與人工智慧模型時，我想，如果數學與計算機的結合（在西南師范大學學習了四年數學） ，股票市場價格運動規律就容易把握了。
  7. With " quality education " as the general purpose, the essay provides an overview of evaluation in mathematics teaching, following principia of development, actuation, and multi - dimensions, pointing out the spirit of the teacher ' s job lies not only in " teaching students to know to learn " but in " teaching students to know how to learn "

    認真做好數學教學工作評價，是重視教師可持續發展目標的需要。本文以實施素質教育為目標，遵照發展性原則、激勵性原則，多維度、全方位給予數學教師評價，力求達到使教師不但能「教學生學」 ，而且能「教學生會學」 。
  8. Part two follow - up research on the experiment for both mcc & the mathematics coursebook this part provides a follow - up research on the new coursebook and illustrates the changes that the use of the new coursebook has brought to the maths education in schools. the methods used include questionnaire, group talks, interviews and classroom observation. and the special instruments include questionaires for the teacher, questionaires for the student, questionnaires for the students " parents, the outline of interviewing teachers, the outline of interviewing students, the outline of interviewing schoolmasters, the outline of classroom observation, and the evaluation table of mcc

    第二部分《標準》與《數學》教科書實驗跟蹤研究本部分採用問卷法、座談法、訪談法、課堂觀摩等方法，使用專門設計的工具（包括教師問卷、學生問卷、家長問卷、教師訪談提綱、學生訪談提綱、校長訪談提綱、課堂觀摩提綱、 《標準》評價表）對新數學課程實施進行跟蹤研究，並總結出當前新數學課程實施給學校數學教育帶來的變化及新數學課程實驗中存在的問題。
  9. A study of probability and statistics in mathematics curriculum standards between china and america. on the basic research of the part two, there is a deep study about some difference, for example, communication of mathematics of probability and statistics, the statistics reasoning, the problem solving. at last, the writer gives some suggestions to the teacher of china

    第三部分對幾個「數學能力」的進一步分析與教學建議這一部分在中美兩國數學課程《標準》 「統計與概率」比較的基礎上，對兩國都比較重視的幾個「數學能力」 ：交流能力、統計推理、問題解決等做了進一步分析，並在分析的基礎上提出了一些教學的建議。
  10. As a young teacher, having been on the past for more than 10 years, i have been paying close attention to the reform in mathematics course. with the help of relevant experts, my main achievement is reflected in two geometry class of junior middle school

    作為一名工作已愈十年的青年教師，我對數學課改一直較為關注，此文正是在有關專家的幫助指導下，以兩節初中幾何課為載體來反映我的主要成果。
  11. This research is attempted have the aid of in the guiding ideology of modern education, in solution, study mathematics teaching, in because of student in study built - in discrepancy cause have unified the classroom teaching benifit of progress low problem, have put forward the student autonomous learning difference under teacher assistance teaching new pattern and teaching strategy, use the practice of teaching inspect preliminarily, have reached following conclusion : in middle school utilize the student autonomous learning difference under teacher assistance in mathematics teaching teaching pattern, may promote the study of different level student to raise the mathematics record of school work of student and the learning interest of student raising, form better learning mood and the autonomous learning ability of student raising, promote the development of student main consciousness

    本研究試圖藉助于現代教育的指導思想，解決中學數學教學中由於學生在學習上固有的差異而導致統一了進度的課堂教學效益低下的問題，提出了教師協助下的學生自主學習的差別教學新模式及教學策略，並利用教學的實踐初步進行了檢驗，得出了以下的結論：在中學數學教學中運用教師協助下的學生自主學習的差別教學模式，可以促進不同程度學生的學習，提高學生的數學學業成績，提高學生的學習興趣，形成更好的學習風氣，提高學生的自主學習能力，促進學生主體意識的發展。
  12. The arrangement of the curriculum, which aims to the in - service training of high school math teacher who have 5 - 15 years experience, has great theoretical and practical significance, especially considering the curriculum reform on high - school mathematics

    對具有5 15年教齡的高中數學教師進行在職培訓，在新世紀高中數學課程改革的時代背景之下有著現實的意義和價值。
  13. Anymore, the third variable " grade " influences the correlation between head teacher style and pupil ' s self - concept. although the influence do n ' t cover the whole area, in some aspects influences do exist, such as the correlations between head teacher style and mathematics, general - school, and general self vary on three grades

    班主任的互動風格對小學生自我概念的影響力會因年級不同而不同，盡管這種關系並不普遍存在，但班主任的互動風格對小學生數學自我、一般學校表現自我和一般自我的影響力大小和年級有關。
  14. The first section will include the introduction to the theory of activity teaching, the relationship between activity teaching and the quality education and the relationship between activity teaching and mathematics teaching in middle schools. in the second section, the writer will explain how activity teaching method can direct mathematics teaching in the following aspects : create the situations for activity, emphasize experiments in mathematics, persist in procedure teaching, form the habit of self - examination and improve the ability of communication. in the third section, points of view are to be raised on the teacher ' s role in activity, mathematics teaching models by using activity teaching method and the evaluation of classroom teaching

    在第一部分中，主要介紹了活動教學的理論，及其與素質教育和數學教學的關系；在第二部分中，主要探討了如何用活動教學論指導數學課堂教學，從創設活動情境、重視數學實驗、堅持過程教學、培養反思習慣、提高交流能力等方面進行了討論；在第三部分中，對活動中教師的作用，數學活動教學的模式以及課堂教學評價等問題提出了自己的看法。
  15. My mathematics teacher is enthusiastic in teaching and strict in grading

    我的數學老師教學認真，評分嚴格。
  16. Wang yongxiu, superfine teacher : he cultivates students ' interest in mathematics and excellent quality of mathematics with his solid fundamental teaching skills

    立足自身扎實的教學基本功，以嚴謹的治學態度，培養學生的數學興趣和良好的數學素養。
  17. Part two : study on professional growth of mathematics teacher in implementation of new mathematics curriculum according to connotative characteristics of mathematics teachers " professional growth, subjective self - professional growth, research on teaching based in school and professional guidance of mathematics educational community are three methods of mathematics teachers " professional growth. the three methods have relative independency. at the same time they are cogate, interrelated, cosostent and interactional

    第二部分：新數學課程實施中數學教師專業化成長的途徑研究基於數學教師專業化成長的內涵特點提出主體性自我專業化成長、校本教學研究和數學教育共同體的引領三種數學教師專業化成長途徑，認為三者具有相對的獨立性，同時又是相輔相成、相互滲透和相互促進的。
  18. This thesis makes an investigation on the training effect of the third nation - grade key teacher of the mathematics department in northeast normal university, analyses the data by the pattern of obscure sythetic judgement, combines the report evaluation of the nation - grade key teacher by the normal department in education ministry, introspects the training and points out some constructive suggestion. simultaneously, imagines to lead portfolio assessment into the evaluation of the teacher training, synthesizes the investigation result, provides the reference to the province - grade or city - grade training

    本文通過對東北師范大學數學系三期國家級骨幹教師培訓效果的調查，對調查的數據運用模糊綜合評判模型進行分析，結合教育部師范司對國家級骨幹教師評價結果報告，對培訓進行反思並提出相應的建設性建議，同時設想在教師培訓效果評價中引入檔案袋評價，綜合問卷調查的結果分析，為省級和市級培訓提供可參考的依據。
  19. As long as teacher the ability is basic to control the ability of use the calculator, training slightly more can from such as of made use of them to press own will to manufacture the small software, own teaching process of close match, carry out the calculator extended education, have a terrace that useds for several teachings to be called " several drawing board " to suit to used for the plane geometry, analytic geometry and project image now several how teaching in usage, also can used for the mechanics, several optics within the physics teaching to combine with the mathematics model, several pictures closely parts of courses

    只要教師能基本掌握使用計算機的能力，稍加培訓就能夠自如的運用它們來按自己的意願製作小軟體，緊密配合自己的教學過程，實現計算機輔助教學，現在有一個用於幾何教學的平臺叫作「幾何畫板」它適合用於平面幾何、解析幾何、射影幾何等教學中使用，同時也能用於物理教學中的力學、幾何光學與數學模型、幾何圖像結合密切的部分課程。
  20. In practical level, the paper puts forward some proposes, such as " using dynamic geometry software ", " extending curriculum ' s extent ", " integrating visual geometry ", " using pattern in algebraic teaching ", " popularizing shape calculator ", " turning teacher ' s teaching concept ", and so on. in theoretical level, the paper puts forward " one base, two bases, four emphases " for our country ' s mathematics curriculum reform. namely, the reform should be based on dialectical materialism, carrying forward the fine traditions of " two bases " and " basic ability ", paying attention to students " emotion and discovering process, integration of technology, the contact between mathematics study and life a, pluralistic evaluate

    在操作層面，關于「空間與圖形」內容標準提出「動態幾何軟體的應用」 、 「擴大課程的廣度」和「直觀幾何的整合」的建議，關于「數與代數」標準提出「模式的引入」和「圖形計算器的推廣」的建議，關于「統計與概率」標準提出「數學分支的整合」 、 「轉變教師的教學觀念」和「計算工具的使用」的建議；在理論探索層面，提出「一個基礎，兩個基本點，四個注重」的改革思路，即：以辯證唯物主義為哲學基礎，發揚「雙基」和「基本能力」培養的傳統優勢，注重學生的情感體驗和發現過程，注重技術與數學教學的整合，注重數學學習與學生生活空間的聯系，注重評價方式的多元化。
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